Feedback for Practice Exercises:
1.
Instruction is a set of events external to the learner that is intended to support the internal processes of learning.
2.
Gagne's events of instruction have been derived from analysis of the internal learning processes identified in cognitive learning theories (information-processing theory).
3.
Think of the events of instruction as a set of communications designed to aid the process of learning.
4.
Use of these events should sensitize a designer or teacher to the importance of using instructional time efficiently.
5.
Self-instruction is governed by cognitive strategies that may allow the learner to provide events of instruction for him or herself. External events provided in the instruction are there to facilitate internal processing, and should help individuals who lack good learning strategies. However, providing all the events should also facilitate learning for a good learner.
6.
The types of internal processing that occur during learning include:
1) attention
2) selective perception
3) rehearsal
4) semantic encoding
5) retrieval
6) response organization
7) feedback
In addition, executive control processes operate as cognitive strategies that serve to modify any or all of the previous internal processes.
7.
Gaining attention – event designed to direct and stimulate learners' physical and cognitive (interests/motivation) orientation to the learning stimulus. It influences reception of patterns of neural impulses.
Informing learner of the objective – communicating to the learner the performance or learning outcome desired. This event activates a process of executive control.
Stimulating recall of prerequisite learning – event designed to bring pertinent prior learnings to attention of learner. This ensures retrieval of prior learning to working memory.
Presenting stimulus material – content of the new learning is presented. The learning stimulus should be presented in such a way as to direct students to focus on the essential stimulus features. This event emphasizes features of the stimulus thereby enhancing selective perception.
Providing learning guidance – communications designed to aid or lead learner to make the connections involved in any new learning. External conditions of learning indicate general features of instruction that are necessary to establish learning. Elaboration on these conditions is essential to facilitating understanding. This event stimulates semantic encoding and provides cues for retrieval.
Eliciting the performance – having the learner exhibit the desired learning during the

course of instruction. This forces the learner to try out the new learning and gives an initial indication of the degree of learning. This event serves to activate response organization.
Providing feedback – giving the learners information about the correctness of their performance, allows for correction of misconceptions. Enables reinforcement to occur.
Assessing the performance – conducting valid and reliable measurement of students' mastery of learning outcomes. This event activates retrieval of new learning and makes reinforcement possible.
Enhancing retention and transfer – activities involving the new learning that are designed to: improve future retrieval of the learning and/or facilitate transfer (application) of the learning to different situations from those experienced during instruction. This event can occur during instruction (through events 3, 4, 5 and 6), as well as after instruction through review, elaboration activities, or as an integral part of successive learnings.
8.
9.
Objective A a.
1 b.
2 c.
3 d.
3 e.
3 f.
4&5 g.
6&7 h.
6 i.
7 j.
8 k.
9 a.
3 b.
4 c.
1 d.
5 e.
4 f.
7 g.
9 and 3 h.
2 i.
6 j.
1 k.
5 and 9 l.
2 m.
6 n.
4 o.
8 p.
9 and 6 q.
5 and 3 r.
7 s.
8 and 6 t.
3 and 9 u.
5

10.
Objective B a.
1 b.
1 c.
2 d.
3 e.
4 f.
5 g.
6 h.
2 i.
4 & 5 j.
5 k.
6 l.
7 m.
8 n.
9
11.
Objective C a.
1 b.
2 c.
3 d.
3 e.
3 f.
3 g.
4 h.
5 i.
4 j.
5 k.
5 l.
5
12.
Objective A a.
4 b.
5 c.
6 d.
3 e.
1 f.
6 g.
2 h.
5 i.
7 m.
5 n.
5 o.
6 p.
7 q.
8 r.
9 j.
9 k.
8 l.
6
13.
Objective B

a.
8 b.
6 c.
7 d.
2 e.
6 f.
9 g.
4 h.
5 i.
3 j.
1
Criteria for Evaluating the Application Exercises:
1.
All events of instruction are included and used appropriately.
2.
Events of instruction are repeated as necessary.
3.
Assessment is valid for learning outcome designated.
4.
Lesson activities incorporate the internal and external conditions of learning necessary for type of learned capability designated in performance objective.
Example of the application exercise for a lesson script, designed to teach the following objective.
Given a worksheet containing 12 descriptions of igneous and non-igneous rocks, the student will be able to classify the examples of igneous rock by marking an "I" next to the appropriate descriptive statements.
"Class, clear your desk of everything except your pencil." Distribute a few rocks among the children and then ask, "What have I passed out among you?" Gaining Attention
"That's right. They are the same rocks we identified yesterday. Today we are going to learn how some rocks are formed inside the Earth." Informing Learner of Objective
"Yesterday we learned the names of these rocks. Raise your hand if you can tell me the name of one of the rocks." As the class responds, the teacher will tell the children if they have correctly identified the rock and if not ask if anyone can name the rock. The rocks to be identified are granite, lava, sandstone, limestone, marble, and slate. Teacher holds up a lava rock and says,
"Diane said this rock is a lava rock. How did she know that? She remembered what it looked like." Hold up a piece of limestone and ask, "Does this limestone look like the lava? Tell me how they are different." After asking students to make other comparisons, say that the rocks are different in appearance because of the ways in which they were formed. Stimulating Recall
Draw a simple volcano on the board and write the word 'igneous' beside it. "Igneous means formed from fire, and igneous rocks are formed from the hot magma inside the earth." Hold-up lava rock. "This lava was formed when the hot magma reached the earth's surface. If we baked clay until it be-came hard as a rock, would it be considered an igneous rock?" Volunteers contribute to discussion. "Very good. That is right. In order to be considered an igneous rock, the rock has to come from deep inside the earth's surface and be formed from the "fire" or molten material inside." Presenting Stimulus, Providing Learning Guidance
"Why does lava look different from granite if they are both igneous rocks?" After students offer various explanations, give appropriate feedback and then explain as follows, "Some rocks cool

on the surface of the earth, like lava. Other rocks, like granite, cool under the surface of the earth. It is important to understand that the way in which rocks cool determines the features that we see in different igneous rocks." Providing Learning Guidance
Elicit responses at this time by asking several questions such as the following and giving appropriate feedback to student and class after each response. Would a rock that had been formed from shells be an igneous rock? Would a rock formed when a volcano erupts be an igneous rock?
Eliciting Performance. Providing Feedback
Pass out a worksheet listing the names of several rocks and brief descriptions of how they were formed. Have students place an "I" in the blank next to each description of an igneous rock and leave the space blank beside those descriptions that are not igneous rocks." Eliciting
Performance
Teacher collects worksheets, corrects them and returns them to students on next day. Teacher also gives further explanation regarding items that several students missed. Provide Feedback.
Provide Learning Guidance
A written test similar to the practice exercise just described will be given at the completion of the section of the Earth Science unit dealing with rock classifications. This test will measure students' ability to classify all three classifications of rocks (igneous, sedimentary and metamorphic).
Assessing Performance
Igneous rocks will be reviewed as the class learns about sedimentary and metamorphic rock classifications. Students will also be asked to bring in sample rocks so that they can be identified by using a property chart. As the rocks are identified on the chart, students will also be asked to classify them by the way in which they were formed. Enhancing Retention and Transfer
(Note: Underlined events are considered to be the primary function(s) served by each lesson activity.)